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Rh however valuable as occasional games and diversions—compare very unfavorably with the training of eye and hand that comes as an incident of work with tools in wood or metals, or of gardening, cooking, or the care of animals. Training by isolated exercises leaves no deposit, leads nowhere; and even the technical skill acquired has little radiating power, or transferable value. Criticisms made upon the training of observation on the ground that many persons cannot correctly reproduce the forms and arrangement of the figures on the face of their watches misses the point because persons do not look at a watch to find out whether four o'clock is indicated by IIII or by IV, but to find out what time it is, and, if observation decides this matter, noting other details is irrelevant and a waste of time. In the training of observation the question of end and motive is all-important.

III. The further, more intellectual or scientific, development of observation follows the line of the growth of practical into theoretical reflection already traced (ante, Chapter Ten). As problems emerge and are dwelt upon, observation is directed less to the facts that bear upon a practical aim and more upon what bears upon a problem as such. What makes observations in schools often intellectually ineffective is (more than anything else) that they are carried on independently of a sense of a problem that they serve to define or help to solve. The evil of this isolation is seen through the entire educational system, from the kindergarten, through the elementary and high schools, to the college. Almost everywhere may be found, at some time, recourse to observations as if they were of complete and final value in themselves, instead of the means